با همکاری مشترک دانشگاه پیام نور و انجمن عصب روان‌شناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی، دانشکد علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران.

2 دانشیار روانشناسی، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران .

3 استادیار روانشناسی، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران.

چکیده

هدف: پژوهش حاضر باهدف بررسی اثربخشی آموزش ذهن آگاهی مبتنی بر واقعیت مجازی بر بهبود تنظیم شناختی هیجان دانش‌آموزان با اختلال یادگیری خاص انجام شد. روش: پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون، پس‌آزمون و یک پیگیری دوماهه بود. جامعه آماری دانش‌آموزان دختر با اختلال یادگیری مراکز اختلال یادگیری در سال تحصیلی 1401-1402 در شهر کرمانشاه بودند. پرسشنامه تنظیم شناختی هیجان برای دانش‌آموزان اجرا شد و از بین آن‌هایی که ملاک‌های ورود به پژوهش را داشتند 24 دانش‌آموز به روش نمونه‌گیری هدفمند انتخاب و در دو گروه 12 نفره آزمایش و گواه به‌صورت تصادفی جایدهی شدند. گواه آزمایش 10 جلسه تحت آموزش ذهن آگاهی مبتنی بر واقعیت مجازی قرار گرفتند ولی گروه گواه آموزشی دریافت نکرد یک هفته پس از آخرین جلسه آموزش، پس‌آزمون و دو ماه بعد آزمون پیگیری اجرا شد. داده‌ها با استفاده از تحلیل واریانس با اندازه-گیری مکرر تحلیل شدند. نتایج نشان داد آموزش ذهن آگاهی تنظیم شناختی هیجان را دانش ‌آموزان بهبود بخشیده است (001/0>P) و این تأثیرات در مرحله پیگیری پایدار بودند. ازآنجایی‌که آموزش ذهن آگاهی مبتنی بر واقعیت مجازی توانایی تنظیم شناختی هیجان این دانش‌آموزان را بهبود می-بخشد، می‌توان از این روش کارآمد برای بهبود تنظیم شناختی این دانش‌آموزان استفاده کرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Virtual Reality-Based Mindfulness Training on Improving the Cognitive Regulation of Emotion in Students with Specific Learning Disorders

نویسندگان [English]

  • Akram Azarnia 1
  • Kamran Yazdanbakhsh 2
  • Asie Moradi 3

1 1. Ph.D. Student in Psychology, Razi University, Kermanshah, Iran

2 2. Associate Professor, Department of Psychology, Razi University, Kermanshah, Iran.

3 3. Assistant Professor, Department of Psychology, Razi University, Kermanshah, Iran.

چکیده [English]

Objective: The present study was conducted with the aim of investigating the effectiveness of mindfulness training based on virtual reality on improving the cognitive regulation of emotions in students with specific learning disabilities. Method: The research was semi-experimental with a pre-test, post-test and a two-month follow-up design. The statistical population was female students with math learning disorders in Kermanshah learning disorder centers. A cognitive emotion regulation questionnaire was administered to students, and among those who met the criteria for entering the research, 24 students were selected by purposeful sampling and randomly placed in two groups of 12 people, experimental and control. The experimental group underwent 10 sessions of mindfulness training based on virtual reality, but the group did not receive the training certificate. One week after the last training session, a post-test was conducted and two months later, a follow-up test was conducted. Data were analyzed using repeated measures analysis of variance. The results showed that mindfulness training has improved students' cognitive emotion regulation (P<0.001) and these effects were stable in the follow-up phase. Since mindfulness training based on virtual reality improves the cognitive regulation of these students' emotions, this efficient method can be used to improve the cognitive regulation of these students.

کلیدواژه‌ها [English]

  • Specific Learning Disorder
  • Mindfulness
  • Virtual Reality
  • Cognitive Regulation of Emotion
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